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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Pub Year:2005 [remove]; Classification:Cognitive Development [remove];
36 results found.|
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Attention in preschoolers: Associations with effortful control and motivation A study to determine whether characteristics of effortful control and motivation can promote attention skills in low income preschool children |
Reports & Papers
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Book review: Exploring the role of narrative and play in young children's development and education A review of a discussion of the use of children's narratives in the classroom and ways to interpret children's narratives within a cultural context |
Book Reviews
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Child outcomes when child care center classes meet recommended standards for quality [Abridged] An abridged reprint of a study of how children's cognition, language and social competence are affected by child care meeting professional quality standards, based on data from the National Institute of Child Health and Human Development Study of Early Child Care |
Reports & Papers
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Children's responses to educators' questions in day care play groups A study examining whether the type and frequency of questions posed by teachers of young children are related to child age and whether preschool children's replies to questions are more frequent and complex than toddlers' |
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Cognitive effects of chess instruction on students at risk for academic failure An exploration of the cognitive effects of chess instruction on Korean students at risk of academic failure attending an after school program |
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Communicative skills in relation to gender, birth order, childcare and socioeconomic status in 18-month-old children A study using stepwise regression analyses to examine the influence of gender, birth order, socioeconomic status, and child care on the communicative skills of 18-month-old children randomly selected from a sample of various Child Health Care centers in a county in Sweden |
Reports & Papers
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Cortisol reactivity is positively related to executive function in preschool children attending Head Start A study of the relationship between stress reactivity, as measured by changes in cortisol levels, and cognitive functioning and social behavior in low income preschool children |
Reports & Papers
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Early education and children's outcomes: How long do the impacts last? A research evaluation of the longevity of long-term impacts on British children of preschool education program in 1958 |
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Early versus late entry to preschool: The effect on the child's language development A comparison of the language skills of groups of children entering child care at either age 1 or age 3, taking into account the moderator of maternal education, based on test scores of a sample of 82 children attending preschools throughout Slovenia |
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Effect of early childhood teacher characteristics on classroom practice, quality, and child abilities An examination of the impact of early education teachers' perceptions of developmentally appropriate practices and their educational experiences on their use of developmentally appropriate practices, classroom quality, and young children's cognitive development using data from the National Institute of Child Health and Human Development Study of Early Child Care |
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The effect of maternal employment and child care on children's cognitive development An investigation into the correlation between mothers’ employment decisions and children’s cognitive development, based on a subsample of 529 married or cohabiting women and their children from the 1979 National Longitudinal Survey of Youth (NLSY) |
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The effects of a mother's return to work decision on child development in the UK A report using data from the United Kingdom's Avon Longitudinal Study of Parents and Children to investigate the effects of early maternal employment on children's cognitive development |
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An empirical examination of toddler development in inclusive childcare A study assessing the cognitive, communication, and behavior skills of typically developing toddlers enrolled in an inclusive preschool program |
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Follow-up of children from academic and cognitive preschool curricula at 12 and 16 A longitudinal study comparing the effects of two different early intervention preschool curricula (Direct Instruction and Mediated Learning) on participants' cognitive and academic achievements at ages 12 and 16 |
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How much is too much?: The influence of preschool centers on children's development nationwide: Summary A summary of a study of the relationship of preschool attendance to kindergarten language, literacy, and math skills and social development, based on the nationally representative Early Childhood Longitudinal Survey, Kindergarten Cohort (ECLS-K) |
Executive Summary
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How much is too much?: The influence of preschool centers on children's development nationwide: Technical report An analysis of the effects of different preschool arrangements on children’s cognitive and social proficiencies at the start of kindergarten and how it may vary across different social classes and ethnic groups |
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''I have a preschool buddy'': Exploring the role of high school students in facilitating the pre-academic skills and social development of preschool children A study of a mentor program for high school students in which students teach and work directly with preschool children in individual lessons, small group activities, and large group instruction |
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Impact of Literacy of Child Care Providers on Child Language A study documenting the literacy levels of a sample of early care and education providers, examining the relationships among adult literacy level, traditional measures of child care quality, and child language and cognitive outcomes, and analyzing variations in the literacy levels of early care and education providers as it relates to their economic status. The study attempts to replicate the results of a previous study that found provider English literacy to be associated with the quality of the language environment in both child care centers and licensed home-based care in Alameda County, California, using a sample of center and home-based providers whose settings were observed as part of the Child Care and Children's Temperament Study (supplement to the Temperament over Time Study-TOTS). |
Administration for Children and Families/OPRE Projects
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Improving the early literacy skills of children with behavioral disorders and phonological processing deficits at school entry An overview of Stepping Stones to Literacy, an early intervention literacy program designed for use in an inclusive environment with young children with behavioral disorders and phonological processing deficits |
Other
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Intervention with linguistically diverse preschool children: A focus on developing home language(s) Strategies for speech and language pathologists (SLP) planning interventions for English language learners with language impairments (LI) |
Other
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The leading edge of learning: Recognising children's self-making narratives An argument for the inclusion of learning skills competence and confidence in New Zealand's national early years curriculua and assessments |
Other
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Making the case: A fact sheet on children and youth in out-of-school time A review of ways in which after school program participation improves the cognitive and behavioral outcomes of at risk children |
Fact Sheets & Briefs
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Maternal nonstandard work schedules and child cognitive outcomes A study to determine whether maternal work schedules have an effect on children's cognitive outcomes, using data from the National Institute of Child Health and Human Development Study of Early Child Care (NICHD SECC) |
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Municipal intentions to promote preschool children's capabilities and health: A descriptive study of 25 Swedish municipalities A survey-based descriptive study of 25 Swedish municipalities' intentions to implement different preschool activities designed to promote young children's cognitive, social, and emotional abilities |
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The national randomized field trial of success for all: Second-year outcomes Findings from the second year of a three-year study assessing the influence of the Success for All program on children’s development, based on a sample of 3,290 students assessed using the Peabody Picture Vocabulary Test (PPVT) and the Woodcock Reading Mastery Tests-Revised (WMTR) |
Reports & Papers
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